ESSENTIAL PRACTICE SKILLS FOR OCCUPATION FOCUSED PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB926055
Module Leader Katie Thomson
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January start)

Summary of Content

This blended learning module is located in the first trimester of the programme and enables students to develop both knowledge and practical skills that are integral to the use of occupation to promote health and wellbeing. Understanding the cores skills of occupational therapy together with the occupational therapy process are key components of the module. The content also enables students to develop a critical understanding of the knowledge, skills, behaviour and values required for professional and evidence informed practice. Students will have the opportunity to develop skills in observation, communication skills and interview skills in preparation for the practice education environment.

Syllabus

-360 1. Introduction to the methodological approaches used in occupational therapy practice/evidence based practice/ models of practice including MOHO, KAWA & CMOP-E 2. HCPC standards of conduct & proficiency 3. COT code of ethics and professional conduct 4. Professional and ethical principles and issues 5. Reflection/lifelong learning/career framework 6. Communication skills/strategies & therapeutic relationships 7. Principles of assessment (including standardised and non-standardised) 8. Occupational therapy process 9. Occupational therapy core skills (including activity analysis & group work) 10. Documentation skills

Learning Outcomes

On successful completion of this module, students should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Demonstrate critical understanding of models of practice used to underpin occupational therapy practice 13.0, 13.1, 13.3, 13.4, 13.5, 13.6, 14.7, 2. Evaluate the need for evidence based practice in occupational therapy 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 13.7, 14, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.8, 14.9, 14.10, 14.11, 14.12, 14.13, 14.22, 14.23, 14.24, 3. Synthesise an understanding of the relationship between occupational therapy core skills and the occupational therapy process 4, 4.1, 4.2, 4.3, 4.4, 4.5, 9.3, 9.6, 9.7, 9.8, 9.9, 9.104. Demonstrate a critical understanding of the professional and regulatory body codes of ethics and conduct 1.0, 1.1, 1.2, 2, 2.1, 2.2, 2.3, 2.4, 2.7, 2.8, 3.0, 3.1, 3.2, 15.0, 15.1, 15.2, 15.3, 15.4, 15.5, 5. Develop a critical appreciation of a broad range of communication and assessment strategies that are used to underpin safe and effective practice 7.0, 7.1, 7.2, 7.3, 8.0, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.10, 10.0, 10.1, 10.26. Demonstrate a professional commitment to enhance occupational therapy practice through lifelong learning and reflection 3.3, 4.6, 11.0, 11.1, 11.2, 11.3

Teaching / Learning Strategy

This module is predominantly practical in nature and is characterised by the emphasis upon seminar sessions. 12 interactive lectures will introduce students to keynote topics and encourage a dialogue with students where they will be encouraged to develop their critical thinking skills. Students will also engage with 12 seminars, delivered in a practical format where they will develop practice based skills through class based and simulated learning environments. Module materials will be delivered by academic teaching staff and practice educators invited to join classes where appropriate. A range of learning activities (such as video clips, group work & pre-reading) will be utilised to help students to develop their understanding of the module content and its alignment with the assessment strategy. Strategies such as peer feedback, formative assessment and the use of marking rubrics will allow students opportunities to optimise their ability to achieve the module learning outcomes and adopt a deep and autonomous approach to their learning.

Indicative Reading

ALSOP, A. 2013. Continuing Professional Development in Health and Social Care: Strategies for Lifelong Learning. 2nd ed. Chichester, West Sussex: Wiley-Blackwell. CHRISTIANSEN, C.H. et al. 2015. Occupational therapy: performance, participation, and well-being . 4th ed. Thorofare, NJ: Slack. CHRISTIANSEN, C.H. TOWNSEND, E. 2012. Introduction to occupation the art and science of living: new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization. 2nd International ed. Pearson. COLE, M. 2018. Group dynamics in occupational therapy: the theoretical basis and practice application of group intervention. Fifth edition. Thorofare, NJ: Slack Incorporated. COLLEGE OF OCCUPATIONAL THERAPIST. 2015. Code of ethics and professional conduct, COT, London. CREEK, J. 2010. The core concepts of occupational therapy a dynamic framework for practice . London; Jessica Kingsley. DUNCAN, E. 2009 Skills for practice in occupational therapy . Edinburgh?;: Churchill Livingstone/Elsevier. DUNCAN, E. 2012. Foundations for practice in occupational therapy . 5th ed. Elsevier. HEALTH & CARE PROFESSIONS COUNCIL. 2013. Standards of Proficiency: Occupational Therapy , HCPC, London. HEALTH & CARE PROFESSIONS COUNCIL. 2016. Standards of conduct, performance and ethics , HCPC, London. JOLLEY, J. 2013 Introducing research and evidence-based practice for nursing and healthcare professionals. 2nd edition. Abingdon: Routledge. KIELHOFNER, G. 2008. Model of human occupation: theory and application. 4th ed. Baltimore: Lippincott Williams & Wilkins. KIELHOFNER, G. 2008. Conceptual foundations of Occupational Therapy Practice , 4th edn, F.A. Davis Company, Philadelphia. LAMPORT, N.K. et al. 2001. Activity analysis & application. 4th ed. SLACK Incorporated. MERIANO, C. LATELLA, D. 2016. Occupational therapy interventions?: function and occupations . 2nd ed. Thorofare, NJ: Slack Incorporated. RADOMSKI, M., TROMBLY L. 2014. Occupational therapy for physical dysfunction. 7th ed. Wolters Kluwer Health/Lippincott Williams & Wilkins. SCHELL, B. SCHELL, J. 2018. Clinical and professional reasoning in occupational therapy . Second edition. Philadelphia: Wolters Kluwer. THOMAS H. 2015. Occupation-Based Activity Analysis . 2 nd Edn. California, USA: Slack Incorporated. WILCOCK, A. A. & HCOKING, C. 2015. An occupational perspective of health . 3rd ed. Thorofare, NJ: SLACK Incorporated. WILLARD, S. COHN, E. 2013 Willard and Spackman's Occupational Therapy , 12th edn, Lippincott Williams &Wilkins, Baltimore.

Transferrable Skills

Group working Interviewing skills Communication Observation Giving and receiving of feedback and feedforward Reflection Negotiation Problem solving Personal objective and goal setting Professional development and socialisation Time and self-management

Module Structure

Activity Total Hours
Seminars (FT) 24.00
Assessment (FT) 15.00
Independent Learning (FT) 99.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.50 100.00 50% VIVA examination